Gusthart J L, Kelly I W
College of Physical Education, University of Saskatchewan, Saskatoon, Canada.
Percept Mot Skills. 1993 Jun;76(3 Pt 1):1015-24. doi: 10.2466/pms.1993.76.3.1015.
The purpose of this study was to examine the relationship between teacher-related process variables as defined by the Qualitative Measures of Teacher Performance Scale and students' learning of three volleyball skills. Teachers of nine classes and 222 students were the subjects. Students were pretested and posttested on the forearm pass, underhand serve, and overhand pass. Aggregate motor scores (summed residuals) were established. Between the testing periods the students received eight lessons in the skills from their regular physical education teachers. All instruction was videotaped and later analyzed. Instructional process was based upon teachers' performance on the scale. Relationships were found between teachers' performance and students' learning for the residual serve, residual forearm pass, and summed residual scores.
本研究的目的是检验由教师表现量表定性测量所定义的与教师相关的过程变量和学生对三项排球技能的学习之间的关系。九个班级的教师和222名学生作为研究对象。学生在前臂传球、下手发球和上手传球方面进行了前测和后测。建立了综合运动成绩（残差总和）。在测试期间，学生从他们的常规体育教师那里接受了八项技能课程。所有教学都进行了录像，随后进行分析。教学过程基于教师在量表上的表现。发现教师表现与学生在残差发球、残差前臂传球和残差总分方面的学习之间存在关系。
